] This is a place to examine the practice of teaching in a Steiner School, specifically in a Steiner High School, keeping in mind the creative, playful, artistic and practical pathways to reflecting on and understanding what we do and the basis for doing it. I would give anthroposophy a new name every day
to prevent people from hanging on to its literal meaning....
We must never be tempted to implement sectarian ideas.. . .
We must not chain children's minds to finished concepts,
but give them concepts capable of further growth and expansion. Rudolf Steiner
A number of pages will be set up: the first is to create an overview of Steiner High School teaching, educational philosophy and methodology; subsequent pages will allow contributions from teachers in each of the subject specialty areas and the last pages will focus on the development of the adolescent from 14-21 years.
Below is an extract from and a link to the Online Waldorf Library and an article which gives an overview of research methods invaluable to teaching in a Steiner School. The whole article is informative and interesting. Why is research important to us?
The activity of research in Waldorf education helps us to be more con-
scious and professional in our task as teachers or administrators. It allows us to
share our work with the larger educational world and be of service to children
beyond our immediate contact.
The act of research, which hopefully will be facilitated and stimulated in these pages, also allows students to experience their teachers
as growing and changing human beings. This inner activity the students will
imitate inwardly.
Of all the models of research which are the most useful?
Action research, qualitative research, and longitudinal research are
the models that seem most applicable to Waldorf education. http://www.waldorflibrary.org/Journal_Articles/Researchguide.pdf
"physical existence here is a continuation of the spiritual, and that we, through education, have to carry on what has hitherto been done by higher beings without our participation. This alone will give the right mood and feeling to our whole system of teaching and education, if we fill ourselves with the consciousness: here, in this human being, you, with your action, have to achieve a continuation of what higher beings have done before his birth," Steiner - The Study of Man
www.warrah.org
Nothing worth doing is completed in our lifetime,
Therefore, we are saved by hope.
Nothing true or beautiful or good makes complete sense in any immediate
context of history;
Therefore, we are saved by faith.
Nothing we do, however virtuous, can be accomplished alone.
Therefore, we are saved by love.
No virtuous act is quite as virtuous from the standpoint of our friend or
foe as from our own;
Therefore, we are saved by the final form of love which is forgiveness.
– Reinhold Niebuhr
I would give anthroposophy a new name every day
to prevent people from hanging on to its literal meaning....
We must never be tempted to implement sectarian ideas.. . .
We must not chain children's minds to finished concepts,
but give them concepts capable of further growth and expansion. Rudolf Steiner
A number of pages will be set up: the first is to create an overview of Steiner High School teaching, educational philosophy and methodology; subsequent pages will allow contributions from teachers in each of the subject specialty areas and the last pages will focus on the development of the adolescent from 14-21 years.
Below is an extract from and a link to the Online Waldorf Library and an article which gives an overview of research methods invaluable to teaching in a Steiner School. The whole article is informative and interesting.
Why is research important to us?
The activity of research in Waldorf education helps us to be more con-
scious and professional in our task as teachers or administrators. It allows us to
share our work with the larger educational world and be of service to children
beyond our immediate contact.
The act of research, which hopefully will be facilitated and stimulated in these pages, also allows students to experience their teachers
as growing and changing human beings. This inner activity the students will
imitate inwardly.
Of all the models of research which are the most useful?
Action research, qualitative research, and longitudinal research are
the models that seem most applicable to Waldorf education.
http://www.waldorflibrary.org/Journal_Articles/Researchguide.pdf
"physical existence here is a continuation of the spiritual, and that we, through education, have to carry on what has hitherto been done by higher beings without our participation. This alone will give the right mood and feeling to our whole system of teaching and education, if we fill ourselves with the consciousness: here, in this human being, you, with your action, have to achieve a continuation of what higher beings have done before his birth," Steiner - The Study of Man
www.warrah.org
Nothing worth doing is completed in our lifetime,
Therefore, we are saved by hope.
Nothing true or beautiful or good makes complete sense in any immediate
context of history;
Therefore, we are saved by faith.
Nothing we do, however virtuous, can be accomplished alone.
Therefore, we are saved by love.
No virtuous act is quite as virtuous from the standpoint of our friend or
foe as from our own;
Therefore, we are saved by the final form of love which is forgiveness.
– Reinhold Niebuhr